28 
>y 1 



Carnegie Dunfermline Trust. 



SPECIAL REPORT OF 

Conference of Gymnastic 
Teachers and Organisers 
-of Physical Training,- 



HELD IN THE 



Carnegie Dunfermline Trust College of Hygiene, 
On April 29 and 30, and May 1 and 2, 1907. 



&fe 



DUNFERMLINE : 
A. Romanes & Son, ** Press " Office. 

10O7. 




CARNEGIE DUNFERMLINE TRUST. 



^ 



SPECIAL REPORT OF 



Conference of Gymnastic Teachers 

AND 

Organisers of Physical Training, 



HELD IN THE 

Carnegie Dunfermline Trust College of Hygiene, 
On April 29 and 30, and May 1 and 2, 1907* 



DUNFERMLINE : 
A. Romanes & Son, V Press " Office. 

19 07. 



Acknowled^-of^ 






Gtf: 

Gamer 



Prefatory Note. 



The attention of the Carnegie Dunfermline Trustees having 
been drawn to the need of co-ordination in the teaching of 
physical training in the schools of Scotland, it was decided 
to hold a 'Conference on the subject in the Dunfermline 
College of Hygiene, at which teachers of physical training, 
inspectors, and others interested might have an opportunity 
of exchanging view^s. There was a very gratifying attend- 
ance, teachers from all parts of the country being present 
and taking part in the discussions. At the close of the 
meetings, a general desire was expressed that a report of 
the proceedings should be published for circulation. The 
Trustees very willingly agreed to do so, and they trust that 
the report which is now issued will be found helpful in 
promoting the interests of physical culture. They desire to 
express their gratitude to Mr Scougal, and other inspectors, 
who favoured them with their presence, as well as to 
the teachers and others interested who took part in 
the discussions. A course of eight lectures on '' Tlie 
Physical Development of the Child," delivered by Miss Alice 
Raveiihill during the Conference, added gi'eatly to its 
interest and usefulness. 



CONTENTS. 



PAGE 

The Aims of the Health Course. Leila M. Rendel ... 7 



The Training of Scottish Teachers. A. E. Scougal ... 17 

Statements by Teachers of Physical Training 

Regarding Their Methods of Work 47 

Hints on Giving Short Courses in Physical Training. 

E. Adair Roberts . . ... ... ... ... 61 



FIRST DAY'S PROCEEDINGS. 



"THE AIMS OF THE HEALTH COURSE,' 

By Miss L. M. RENDEL, 

Of tte Carnegie Trust College o£ Hygiene and Physical Training 



Sheriff SHENNAN Presidmg, 



The chairman expressed pleasure at the presence of 
so many representatives from other parts of Scotland, and 
extended to the visitors a cordial welcome on behalf of the 
Carnegie Trustees. 

Miss RENDEL delivered a lecture on ''The Aims of 
the Health Course." She described the objects of a con- 
tinuation course of domestic economy and physical training 
for girls which she started last autumn. She had been 
struck with the number of girls of the upper working classes 
and of small shopkeepers who, although they left school 
as soon as they were fourteen, did nothing for weeks, some- 
times months, but "help" at home in a very perfunctory 
manner until some post in shop or factory turned up. In 



many cases the situation was accepted regardless of their 
suitability for it, or as to whether it was a good opening 
for their future. Most girls were really quite unfit either 
morally or physically to begin work when they left the 
primary school. They were of an age when they were 
extraordinarily susceptible to all moral and social influences, 
and to let those influences be those of the workshop or 
factory, where a working girl necessarily spent the larger 
portion of her time, was, to say the least of it, a somewhat 
unsatisfactory experiment, and not one likely to help her 
to become the type of woman we so badly needed to-day 
in Scotland. From the physical point of view, also, it was 
not wise that girls of this age should work for long hours 
on end. The question arose as to what could be done to 
give these girls a good start in life. 

It was, she felt, both useless and impossible under the 
present social conditions to start any large, expensive, or 
elaborate scheme ; what was wanted was some form of 
instruction which, while giving the girls a training which 
would be useful to them in after life, would at the same 
time have as its chief aim their moral and physical welfare. 
She wanted it also to be a stepping stone between the rigid 
discipline of primary school* life and the almost complete 
independence of a working girl's existence. She w^ished 
physical training — in the sense that "physical training is 
the right understanding and right application of all physical 
conditions necessary to healthy life " — to be the basis of 
her scheme, but she also realised that that was insufficient. 



and she came to the conclusion that the subjects which 
would fit in and help to bring about the results she desired 
vv^ere the various branches of domestic science. The physical 
training she decided to have taught consisted of Swedish 
gymnastics, games, swimming, and dancing, and the 
domestic economy subjects consisted of cooking, laundry- 
work, and dressmaking. Although many of the girls might 
not need the latter subjects until they had houses of their 
own, yet she felt that at that age, perhaps more than at 
any other, did Sir Phillip Sidney's remark hold good — 
'' Each excellent thing once learnt serves as a measure for 
all other knowledge." In addition to this curriculum, she 
decided that very elementary lessons should be given in 
physiology and hygiene, and determined that the latter 
should be taught in the only possible way to girls of this 
age, namely, practically. Arrangements were also made for 
lectures on home-nursing, and a weekly lesson in English — 
chiefly with a view to making the pupils write a good letter, 
•encouraging and advising them as to reading, etc. All 
the girls were medically examined, and their height, weight, 
and general development recorded. 

The course extended over the four autumn months from 
October to January. The fee was fixed at 10s, and the girls 
were expected to get a simple outfit, which cost about 15s. 
She issued very simple prospectuses to the parents of girls 
who she knew had left or were leaving school, and before 
long she had twelve girls bet'Cieen the ages of fourteen and 
seventeen. At the end of the course in January eight of 



10 

the twelve asked to be allowed to stay on for other four 
months, and, as only three new girls came forward, she 
decided to allow them to do so. The girls worked, as a 
rule, in the forenoon only. They had four gymnastic lessons 
weekly, a dancing and a swimming lesson, and some played 
hockey on Saturday mornings. They had one cooking, 
lesson, lasting four hours, four hours dressmaking, and two 
hours laundry work a week. Two hours were devoted to 
hygiene and home nursing, and one hour to English. 

Not the least important part of the instruction was. 
the practical hygienic conditions under which the pupils 
were obliged to live. She had also tried to encourage 
reading along the right lines, and to create an interest in 
all matters of public importance. The girls she had had 
this winter had, on the whole, very much improved both 
in physique and, she thought, in general intelligence. They 
had most of them formed some idea at least of what they 
wished to work at in the future ; and they had thoroughly 
enjoyed the whole session. If she had remained in Dun- 
fermline, while making many minor alterations, she would 
have endeavoured to keep the same ends in view — namely, 
not to establish an elaborate piece of machinery which 
depended for its existence on rules, regulations, and red- 
tape, but to keep it as far as possible a simple but expanding 
scheme in which individual judgment could be used and 
individual licenses granted. Her reason for limiting the 
class to fifteen, or at most twenty, was that she did not 
want to form so large a community that it was necessary 



11 

for the sake of order and discipline to have endless rules- 
to which every girl of whatever temperament was obliged 
rigidly to conform. For girls of the less educated classes, 
whose home training at the best was very imperfect, it 
seemed very necessary to give them as far as possible indi- 
vidual help and attention, in order to teach them to think 
and act for themselves in the most rational way — a thing 
in which she found them lacking. In dealing with small 
numbers it was quite possible to maintain a good tone and 
good work, and at the same time to grant many licenses^ 
to make many exceptions, and to treat each girl on her own 
merits. She had tried to know the girls intimately, and 
had also tried to discover for what work each was fitted, 
and she would see that they were all given opportunities 
of starting on the right lines. 

In a town so richly endowed as Dunfermline such a 
scheme was possible. She was not competent to judge 
whether it was feasible elsewhere, although she thought a 
somewhat similar course might be attempted where there 
was a cookery centre and also a fully qualified Swedish 
gymnastic teacher. She was most anxious to impress upon 
her hearers that such a scheme might easily degenerate 
into a mere lifeless organisation, and if that were the case 
all they had left would be a somewhat inferior domestic 
economy school for girls run on a small scale without the 
advantages of the large ones to be found in the big towns, 
and with all their disadvantages. She hoped she had 
succeeded in pointing out that this continuation course for 



12 



girls had as one of its aims, not only the- teaching of so much 
dressmaking, not only the improvement of physique, but 
also the training of character and the creating of ideals 
which would help girls to lead wholesome and rational lives, 
and to become useful women and good citizens. 



DISCUSSION. 

Miss RAYEXHILL asked to what extent Miss Rendel 
exercised her personal influence over the girls ? 

Miss RENDEL — The actual time spent in teaching was 
about an hour and a half per day, but I devoted a great 
portion of my time to them otherwise — in going walks with 
them, or in reading with them. 

Miss RAYEXHILL — You spoke in your lecture about 
the afternoons being free, but I now gather from your reply 
that the girls spent the afternoons a good deal with you ? 

Miss REX^DEL — I found that while the girls were 
nominally with their parents in the afternoons there was 
not much for them to do, and if I had continued the course 
I should have arranged definitely for afternoon work. 

Miss ROBERTS— Perhaps it should be explained that 
the common room has bee» open to the girls during the 
afternoon. 

Miss REXDEL — Yes, I arranged that the common room 
should be open to the girls for two hours every day, so that 
they might prepare their studies or do needlework under 
good conditions as to air. 



13 

Miss AINSLEY, Edinburgh, asked if Miss Rendel did 
not feel that it was difficult to make a permanent impression 
on girls of fourteen years of age, and that the course might 
have been more beneficial if the girls had been two years 
older ? 

Miss RENDEL — As a matter of fact some of the girls 
were fifteen or sixteen years of age. The younger girls were 
those on whom I created the least impression. 

Miss AINSLEY asked if Miss Rendel considered that 
an hour a week devoted to English was in any sense 
adequate ? 

Miss RENDEL — I should try to devote more time to 
English, but I did not wish to frighten the girls by making 
them think they were continuing at school. The English 
lesson was chiefly designed to prevent their reading unwhole- 
some literature. I do not think I endeavoured to get beyond 
novel reading, but the novel reading I recommended was of 
a good description. I encouraged them to talk on what 
they had been reading, and at the end of the session I am 
going to set a general knowledge paper. 

Captain FOSTER asked if any physical defects had been 
discovered and attended to P 

Miss RENDEL — Yes, two cases were treated at the 
College. 

Mrs LESLIE M'KENZIE, Edinburgh, said that girls 
at school were taught cookery with very fine equipment, and 
she wondered if they were being trained for the positions 
they would ultimately occupy. She questioned whether 



14 

one in a dozen girls would again see a gas stove, steam 
cooker, or thermometer. They would go home to a very 
small fire — in many cases a couple of ribs between two bricks, 
and a few cinders. It seemed to her that the girls were 
not being exactly trained for what they were going to be 
eventually, and she wondered whether, from their point o£ 
view, they should not get the home made the training 
ground. She was afraid they would require to begin with 
the mother, to teach her to train her girl, because it would 
be a place very like her mother's that she w^ould ultimately 
land in. 

Miss RENDEL said she had seen the homes of eight 
members of her class, and knew all the parents. The kind 
of girl she had was of a better class than the type of which 
Mrs M'Kenzie spoke. 

Miss ROBERTS thought it would interest the visitors 
to know that Miss Rendel had spent a good deal of time 
in teaching the girls hygienic habits, and that at the 
beginning of the session she provided the members with 
tooth-brushes, etc., etc. 

Mrs M'KENZIE said it was extremely gratif^dng to 
hear of this practical work. The true basis of hygienic 
teaching in elementary scItooIs was the actual doing of 
things. She did not see that it did any good to lecture 
school children on anatomy and physiology. More benefit 
would result from insisting on personal cleanliness. 

Miss RAVENHILL said that the results of practical 
hygiene were most remarkable in Denmark and Sweden. 



15 



The children were spotlessly clean in person and clothing. 
In Copenhagen the effect of school baths and physical 
training, on the formation of character, had far exceeded 
anything dreamt of. She was in touch with many of the 
headmistresses of infant schools who had started tooth-brush 
drill. 



SECOND DAY'S PROCEEDINGS. 



THE REGULATIONS FOR TRAINING OF 
SCOTTISH TEACHERS," 

By A. E. SCOUGAL, Esq., 

H.M, Senior Ckief Inspector of Sckools. 



Dr ROSS Presiding. 



Mr SCOUGAL, who was announced to give '' A Lecture 
of Definitions/' said: — The special purpose of mj talk — for 
it is only a quite informal talk that I have undertaken 
to give — is that of conference with the students of this 
College and some visitor teachers, with a view to enlighten- 
ing them as far as I can upon the details of what 
is now required, under our regulations in Scotland for the 
training of teachers, in connection with the subject of 
physical instruction, to which they are devoting themselves. 
I shall make no general pronouncement upon this subject. 
I do not need to claim your interest in it; the fact that we 
are here shows we have the subject at heart, and I need 

B 



18 

not dwell upon merely general considerations. But, before 

proceeding to the special points that I intend to deal 

with, it may be as well to make a few observations 

by wa\ of introduction. I want to base anything I have to 

sav upon this fundamental pointy that we have come, 

Departmentally and as a country, to look upon physical 

training as an essential part of the education of the child — 

as much in its own way a part of the child's training during 

his school period as his mental or intellectual education. 

Then I want to say to those here who are acting teachers that 

I hope we have got rid of the idea that this is another 

new ''extra subject," plastered on to what is very 

commonly called an overloaded curriculum. It is nothing 

of the sort. We ought to deal, in our educational problem, 

vrith the child — individualising, that is, the child as much 

as possible in the circumstances in which we have to work ; 

and I claim that this physical training is just an essential 

part of our duty to the child — the development of that child 

in every possiljle direction during the time we take charge 

of it. It follows from the claims I have made that, in my 

own personal opinion, this subject is — to use the terminology 

of our official regulations — one of the '' primary school 

subjects " which every .trained teacher ought to be 

acquainted with, and have training in the teaching of. 

One other point I should like to make, and that is 

to emphasise the fact that, although we have had something 

that we called physical exercises (previously known by the 

unfortunate name of drill) in our schools, we look at the 



19 

matter now from a new point of view. We are not striving 
to set np a system of adaptation of the military drill for 
adults as part of our school work and school curriculum. 
We face the problem now from the point of view of what we 
can do for the training and development of the individual 
child, intellectually, physically, and morally. Our point of 
view is not that of the military instructor. It is that of 
the kindly educator — might I say, collective parent ? — 
interested in all that concerns the hygienic welfare of the 
child. 

I think I may come now to more specific details. I am 
told that a good many of you ladies come from England ; 
that you are not familiar with the technicalities of our 
Scottish system ; and that it is hoped I may be able to 
give you some light on this matter, in special view of the 
fact that, as I trust may be the case, a good many of you 
may become teachers in our Scottish schools. 

Turning to the new Begulations, let us go back to a 
stage before that of the ''junior student" — I mean that of 
the ordinary pupil in school. Now, I hope that when our 
system is thoroughly developed, every scholar in our 
schools will get, during his school period, physical training 
adapted to his stage of life and advancement and to 
his own individual needs and conditions. The period of 
primary school life will take the child from the ago of 
five up to the age of fourteen. The phrase " iiiteiuliiig 
junior students," in the Regulations, refers to senior 
scholars from twelve to fifteen who may be looking forward 



'20 

to becoming junior studenis. This last term is a special 
designation for scholars at the next higher stage who 
are looking forward to becoming teachers. These junior 
students are practically scholars in our higher grade 
and secondary schools for the three years from fifteen to 
eischteen. They have gone through the early school period 
and have received physical training then. They have also 
gone through the period of the intending junior student — 
the course of three years' instruction in our higher grade 
schools — betvreen the years of twelve and fifteen, where 
again, I hope, they have been getting the benefit of 
systematic, properly adapted, physical training. Then we 
come to the junior student stage proper, when the scholars 
I am speaking of attend certain selected higher schools called 
Junior Student Centres, sent there on their own request and 
in the expectation that they will becoiue teachers, but 
without a binding obligation of any kind. 

In the Scotch Education Departments •Regulations 
for the Preliminary Education. Training, and Certification 
of Teachers for Various Grades of Schools." it is laid down 
m Article S that the curriculum to be approved by the 
Department must provide for the instruction of junior 
students m the following si\bjects : — •'English: at least one 
language other than English ; History : Geography : Mathe- 
matics (including Arithmetic) and Experimental Science •, 
Drawing, and some form of Manual work (in case of girls. 
Needlework): Physical Exercises: Music.'' Here the 
point I want to make is. that specific training in physical 



21 



exercises is made an indispensable part of the curriculum 
for these junior stiidents. Physical training is expected in 
all schools, of course ; but there is no doubt that, as far as 
junior students are concerned, and as far as schools which 
are recognised as centres for junior students are concerned, 
the Department will insist on proper provision for this 
physical training, and upon adequate staff and equip- 
ment for the carrying of it on. I would also call 
attention to Article 11 of the Regulations, which states that 
'^ Managers shall submit for approval, as an integral part 
of the curriculum, a scheme for the systematic training of 
the junior students in the art of teaching each of the 
primary school subjects." I think Captain Foster is with 
me in this idea — that it is exceedingly desirable, and 
would be beneficial, that junior students who are looking 
forward to becoming teachers should, after they have gone 
through so many years of individual practice and training 
in physical exercises, have their minds directed towards 
the meaning of these exercises from the point of view of the 
teacher, and possibly should have some little practice in 
giving instruction in them to young children. 

Then we come to the next stage, when these junior 
students have completed their curriculum as such and 
become what we call \' students in full training " — that is, 
practically what we know at present as Training College 
students. With regard to students in full training, the 
requirements in the Regulations are: — "Article 22 — For 
purposes of professional training the curricuhim shall include 



22 

instruction in the elements of School and Personal Hygiene. 
Psychology. Ethics, and Logic, and also in the principles of 
education, and in the history of educational systems and 
theories. It shall further provide for discussion of the 
methods of teaching each of the subjects of the Primary 
School curriculum, and for correlated practice under proper 
supervision." 

I may say that the view I have expressed as to physical 
training being an essential primary school subject was 
confirmed quite recently by a pronouncement of the Depart- 
ment in which they approved very heartily of the resolution 
of the Edinburgh Provincial Committee that instruction in 
physical training should be made part of the compulsory 
curriculum of every student, in connection with training 
in hygiene. 

Let us now turn to Article 36, which has reference to 
the certification of teachers for what we call the General 
Certificate. This Article says: — *' The following special 
regulations shall obtain with respect to singing, drawing, 
woodwork, physical exercises, and. in the case of girls, 
needlework: — (a) Applicants for general certificates must 
have undergone a sufficient discipline therein during their 
course as students, or during any school course or courses 
accepted in lieu thereof. But the relative mark of 
proficiency shall not be essential to recognition as a 
certificated teacher.'' That. I should like to point out, 
is a rather important distinction. Physical exercises are 
to form part of the training of the certificated teacher, but 



23 

they are looked upon as possibly one of the subjects in which 
the teacher may not, from personal characteristics, reach 
such a satisfactory level of acquirement either in the 
acquisition or in the teaching of the subject as to entitle him 
or her to a mark on the certificate that is issued. I think 
it quite justifiable that the loss of this mark should not be 
a bar to recognition as a certificated teacher. Whatever 
claims one may make for the importance of the subjects 
mentioned, I think we should all feel it would be a hardship 
if a teacher, otherwise perfectly qualified, should be rejected 
for the General Certificate through not coming up to require- 
ments in one or other of these subjects. There is, however, 
another regulation in the second part of the Article which 
may be of special interest to those of you who are 
looking forward to teaching. This second regulation 
reads as follows: — " (6J In so far, however, as the sub- 
jects in question may, either now or at any future 
time, be compulsory in primary schools, no staff will, in 
normal circumstances, be held sufficient which does not 
contain an adequate proportion of teachers whose qualifica- 
tions to teach the compulsory subject (or subjects) are 
attested, either by satisfactory marks of proficiency recorded 
on general certificates, or by special certificates issued in 
terms of Articles 47 and 48." These articles have reference 
to a class of teacher of whom we have not very many now ; 
but a class for which, I hope, we shall get many valuable 
recruits from this College. I wish we liad the same outlook 
in regard to male instructors. 



24: 

These Articles 47 and -iS refer to •" teachers of special 
subjects " — that is to say. teachers Tvho do not hold 
the qualification for the ordinary work of a school, but 
who wish to devote themselves to special work — for instance, 
physical training. Article 47 is in the following terms: — 
•• Persons who at the date of these Regulations may be 
actually serving as recognised teachers of certain special 
subjects will at once take rank as recognised teachers 
of these subjects in terms of this article. But except 
with regard to such persons, the Department may at 
any time require, as a condition of recognition, that any 
or every such teacher shall produce evidence of having 
been properly trained, with particular reference to the sub- 
ject he is to teach." The essential point, and the whole 
aim of the Regulations, is to ensure that every teacher 
who teaches anything shall be properly trained with 
reference to his or her subject. We all know how very 
imperfectly trained, or not trained at all. a great many of 
our teachers of special subjects have been. The Article 
continues: — -'Special certificates of qualification as teachers 
of these subjects will be granted by the Department to the 
holders of diplomas recognised by the Department for the 
purpose."- One of the diplomas to be recognised is that of 
a Physical Training College— •' for a special qualification 
to conduct physical exercises and school gymnastics."" The 
Department makes the proviso •• that the holder of the 
diploma has in each case reached a certain standard of 
general education, satisfactory to the Department, before 



25 



entering upon his diploma course, and has successfully 
completed such part of the general course of professional 
training for teachers (Articles 19 and 22) as may be 
prescribed." 

Now, I have done my best to interpret the Regulations 
so far as they apply to physical training. I have spoken 
about the ordinary school, the period, of junior students, 
the period of students in full training, and, lastly, I have 
spoken specially about the opportunities offered to teachers 
outside the ordinary training curriculum who wish to 
qualify as recognised special teachers of physical exercises. 
These being the requirements, I should like to say a word 
or two, in finishing, about what are our practical desiderata 
in connection with this subject in the meantime, and how 
we can best secure these. I go back again to the note I 
struck earlier — that I think we want to emphasise quite 
strongly, in all the arrangements we make, the intimate 
relationship of physical training with the whole question 
of school and personal hygiene. It seems to me obvious that 
if the system is to work connectedly, smoothly, and efficiently 
towards the end we have in view, we must see, as far as 
possible, that from the very beginning the system is one 
consecutive, continuous whole. I am not speaking so much 
about the special details of any particular programme or 
curriculum of physical exercises. We have one which is 
pretty uniformly used all over the country at present. I 
am not speaking so much of that — although it is an 
essential element — as of the fact that, as far as we can 
manage, we ought to see that, from the time when this 



26 

\Tork begins — with the infant on his. entry to school — to 
the time when it ends — in the turning out of the certificated 
teacher qualified by knowledge and training to teach 
this special subject — there should be unbroken systematic 
progress, step by step : no gaps, and no clashing or jarring 
at any stage, either when a new teacher is appointed or 
when a teacher is transferred. 

How are we to manage that r We have started 
recently a sort of organisation which may, if it takes 
its proper place and is properly wrought, lead to a 
great deal of good in the way of co-ordination and 
systematising on lines such as I am speaking of — I mean 
the establishment of Provincial Committees, representing 
districts of Scotland, and charged with the very important 
duty of the training of teachers. It seems to me exceedingly 
important that these Provincial Committees charged with 
the turning out of teachers certificated for this work should 
know that the work, from its beginning, is proceeding upon 
a system which they understand as a Committee and as 
Managers, and are in sympathy with ; and that the whole 
system should lead up to the Committees being able, at 
an important period of the professional training of their 
students, to utilise the student's time to the very utmost: 
not to waste his time upon doing school details which should 
have been done before, but to give him that broader outlook 
of the adult mind which ensures that he who is going to 
train others has a real grip and grasp of his subject, and 
to give him, further, such a power of teaching the subject 
as will make him really effective in the teaching of it. 



27 

These Provincial Committees being, as it were, the head 
educational bodies of divisions of Scotland, we have to look 
to the other existing educational authorities in the different 
parts of these divisions for co-operation in this matter. I 
think that the practical method of working is that the 
School Boards of the division which the Committee repre- 
sents should do all they can to work in harmony with the 
Provincial Committee to see that this systematised and 
gradual progression is such as I desiderate. A good deal 
in that way has been done already. Glasgow, Aberdeen, 
and Edinburgh are moving, and the St Andrews Committee 
considered the matter the other day. The greatest help, to 
begin with, will come from the large Boards ; and, fortun- 
ately, the Provincial Committees, being in the University 
towns, have large Boards as it were at their own doors. 
I hope that, by conference between the Committees and 
the representatives of these Boards, w^e may make at 
least a very hearty and hopeful beginning in this 
systematisation that I have been speaking of. Of course, 
the work cannot be carried out at all unless we get 
thoroughly competent instructors in physical training. \\e 
have not had many of these hitherto, but the subject is 
exciting interest, and I have no doubt that the supply of 
instructors will increase. We must, however, if we are to 
get at every school in the country, have thoroughly com- 
petent instructors distributed over the various areas. You 
see immediately what the difficulties are ; but I think that, 
as a practical matter, we should concentrate meantime upon 
the junior student centres; and, so far as my personal advice 



28 

ivith the Department can go. I shall advise very strongly 
that in connection with the work of all those schools 
recognised as junior student centres there shall he a 
thoroughly qnalified instructor of the right stamp to take 
charge of the physical training. 

But. even with these centres and these instructors, you 
still want some connecting and guiding hand to see that 
the system is carried out in the right spirit and in 
the right way throughout any one division. There 
I come to a j^oi^^'^ where the School Boards and the 
Provincial Committees may co-operate. The Committees 
are at present considering the appointment of two 
important officers — a lecturer upon school hygiene and an 
organising and supervising instructor in physical training. 
I am not prepared to say whether these offices can he 
combined : but. at any rate. I a.ni very stx-ong upon this 
point, that the two subjects must be essentially welded 
together — hygiene and physical training. If we must have 
two officers, the superior officer must be the one who looks 
at the whole matter from the foundation side of hygiene, 
and the supervising instructor must be a lieutenant to him. 
I am hopeful that within the next few years, by this hearty 
pulling together of all who are interested in the subject — 
professional and non-professional alike^we shall see a great 
rise in all that is done for the health and physical well-being 
of the children, and shall reap from that in later years a 
very, very rich harvest — the value of which, I believe, none 
of us can foresee just now. 



29 



DISCUSSION. 

Miss ROBERTS desired to know when it was proposed 
to begin training junior students to teach physical 
instruction ? 

Mr SCOUG^IL said that the students would be trained 
in the art of teaching, and would practice the art of 
teaching, for at least six months during their three years' 
course. He should like to know if Miss Roberts, from her 
experience of the College, preferred that the junior students 
should have some practice in teaching the subject before 
they went to College ? 

Miss ROBERTS— No ; I do not like them to have a 
smattering at one time and a smattering at another time. 
I think it is better for them not to teach at all until they 
are trained properly. 

Captain EOSTER — The new system is just commencing, 
but the idea is that junior students at the age of fifteen 
shall be put under experts such as are being turned out 
here. During the first two years most of their time will 
be devoted to learning the actual movements, but in their 
third year, in combination with teaching of the laws of 
health and personal and school hygiene, they might, if 
they had made sufficient advancement, commence a certain 
amount of teaching under guidance, and in a manner that 
could do no harm in school. When they enter on tlu^r full 
course as students at the age of eighteen, tluMi tlu\v should 
commence as soon as possible teacliing the subject, but, 
again, under expert advice and supervision for the whole 



30 



time. When the system is working fully, even children 
should know so much about the actual movements that 
when junior students begin their course at the age of 
fifteen they should make good progress, and be quite fit 
to commence teaching in their third year. Certainly 
between eighteen and twenty they should become, for school 
purposes, most efficient teachers of the subject. Of course, 
it will take years to work out the scheme. In many centres 
it will be difficult to get suitable tuition in physical training, 
but as time goes on the difficulties are bound to disappear. 
Some of the larger School Boards are now engaging the 
services of the best experts that money can procure in order 
that their junior students may be properly trained. The 
new Provincial Committees are also engaging the best 
possible experts for those in full student courses so as to 
continue their education in the subject between the ages 
of eighteen and twenty, until they become teachers in the 
Board schools. The Department are hopeful that, when 
the new system is in full working, by the time that the 
teacher gets to the Board school he or she ought to be 
quite able to take an active part in the physical training 
of his or her class as part of the ordinary school education. 
At the same time they, hope that School Boards will continue 
the services of experts, and continue the education of 
teachers by means of courses of lectures, so as to keep up a 
iigh standard in physical education, and, if possible, to 
obtain a higher standard as time goes on. Of course, in the 
secondary schools you have quite different conditions. You 



31 

are bound to have special teachers there for each subject ; 
but in the Board schools I think it ought to be quite 
workable for the ordinary class teacher to undertake most 
of the physical exercises of the boys and girls. 

Miss ROBERTS said she feared that they would never 
have efficient teachers of physical training in the Board 
schools until every teacher went through a definite and a 
sufficiently long course in learning to teach the subject. In 
the first place, they must be taught to use their voices ; 
she believed that the inferior teaching in ' various schools 
in England was due to the teachers picking up words by 
attending classes, and not being trained to teach. The 
students must get definite teaching either at the junior 
stage or afterwards. One might be expert in physical 
training, but to impart it was a different thing. One of 
the great difficulties of the specialists was that they were 
asked to train people in twelve lessons. Even the proper 
use of the voice could not be taught in twelve lessons, and 
much of the actual benefit of the movements depended 
upon using the voice properly. 

Captain FOSTER said that in five years they ought 
to turn out a fair teacher. If an expert were engaged for 
each Board school the cost would be enormous, and he 
doubted if the benefit, mentally and physically, would be 
so good as in the case of the ordinary class teacher doing 
the work. It was hardly fair to the experts that they should 
attempt to do the 'whole of the teaching. They were liaiuli- 
capped by not knowing the individualities of tlio clnldreu, 



32 



and by the amount of work they endeavoured to overcome 
in a short time. They got a class of eighty for half an hour. 
At the end of that time a second class of seventy or eighty 
children was passed on to them. Half an hour later they 
had a third class of seventy or eighty, and their physical 
powers were not equal to this continual teaching. The 
result was that they never did their best work. In the 
Board schools the ordinary class teacher had opportunities 
for studying the individualities of his or her pupils, and 
that was important, since mental and physical education 
must go hand in hand. Having thought the matter out,, 
it seemed to him that the undertaking of physical training 
by the ordinary class teacher was the only possible way of 
working the system and putting physical education on a 
higher footing in the Board schools. 

Mr KIMBER, Dundee, said that in Dundee the children 
received graded exercises, leading them on to a certain 
stage of physical training. The junior students received 
a still further progressive course, which, however, only 
practically perfected the positions they had been taught in 
school. For the present, he did not himself see that it 
would be advisable to give the junior students any training 
in the art of teaching the subject. During the last six 
months of their course, however, they might be taught to 
give collectively the word of command. He did not think, 
however, that it would be advisable to have a snapshot 
here and a snapshot there. When the students came ta 
College for a three years' course an endeavour was made 



33 



to cultivate their voices as much as possible, and to giv(^ 
them such a good idea of teaching that they would 
practically go out as experts. 

Mr STURROCK, Dundee, said that a good physical 
upbringing was the first essential of all education. If the 
conference should succeed in laying down certain great 
rules for the conduct of the work of physical training that 
would be known and obeyed by all instructors, they could 
then proceed with much greater certainty and hope of 
success. 

Miss REID, Glasgow, said she found that the ordinary 
class teacher did very good work in connection with physical 
training in the schools. He took a great interest in the 
work and in school hygiene and the children under his 
charge ; and she often found that the ordinary class teachers 
got better results than the expert. They had a better hold 
of the children, and got good work out of them. They 
insisted on open windows, and removed the children's 
superfluous clothing. She thought it would be found when 
the class teachers were better trained — through ordinary 
school courses and as junior students and teachers — that 
they would do just as good work as the experts, and perhaps 
better work. 

The CHAIRMAN— Are you an expert? 
Miss REID — Yes, but it is only the infant department 
that I have to do with. 

Miss PALMER, Leith, said that although she alsa 
taught as an expert she very strongly agreed with Miss Reid 

C 



34 

that class teachers were much better fitted than experts 
to carry on the real training of the children. They were 
interested in ''the new idea," as they called it, and she 
thought that with proper supervision they really did very 
much better work than the experts, because they knew the 
children so much better. They were with the children all 
day long. It was otherwise in secondary schools, where the 
pupils had different teachers for different subjects. She 
repeated that in the elementary schools the class teachers 
}iad it in their power to do better work than the experts, 
because the former knew the home conditions of the children, 
their physical state, and so forth. 

The chairman — You might explain what you mean 
by ' ' proper supervision . ' ' 

Miss PALMER — The appointment of a superintendent. 

The CHAIRMAN— An expert.^ 

Miss PALMER — Yes; some one to take charge of the 
schools and advise the School Board. I go round all the 
Leith schools. I have all the teaching in the schools under 
my charge. I train the junior students, too, and have 
evening lectures and practical work for the further training 
of teachers. Attendance at these evening classes is not 
compulsory, but a great many teachers have attended them 
and obtained certificates, and some of them are doing fairly 
good work in the schools. 

Mr SCOUGAL — Do I gather that you have senior 
scholars in the schools as well as infants ? 

Miss PALMER— Yes, I have the entire supervision. 



35 

Mr SCOUGAL— Including the boys? 

Miss PALMER— Yes. 

Mr SCOUGAL — Have you classes for men teachers? 

Miss PALMER — Yes, I supervise their teaching. 

Mr SCOUGAL — You mentioned that you had the 
training of junior students. Would you give us the result 
of your experience on a point that is not quite clear ? 
Would it, or would it not, be beneficial in your opinion 
to give the students at a later stage some training in the 
way of teaching the subject ? 

Miss PALMER — I have not had a great deal of 
experience yet. I only began with my junior students in 
October last; but I think that during the last six months 
or so they might begin teaching in an elementary way. 
It is difficult for me to judge, because I take it that they 
have not had any proper instruction in the schools before. 
They have to begin at the beginning. 

Mr SCOUGAL— We must remember that at present 
physical training is at a transition stage. Four or five 
years hence it will be different. You will then get junior 
students who have had a three years' curriculum. 

Miss RENDEL asked whether, in the event of the 
ordinary class teacher taking a mixed class, the men would 
teach girls physical training? If they did so, tliat would 
seem to her to be almost a retrograde step. In Dunfermline 
she had suggested that women sliould teach tlie girls and 
that men should teach the boys. She was told tliat that 
was not possible, because it would disorganise the arrange- 



86 



ments of the school. The men were teaching the girls- 
physical training in Dunfermline. 

Mr KIMBER said that in schools in Dundee the boys 
in the higher standards were taught by males and the girls 
by women. 

Miss PALMER, in reply to the Chairman, said that 
in Leith the classes were mixed and she taught both boys 
and girls. 

Miss GREY, Irvine, said that in the Academy she 
taught both boys and girls. It was a secondary or higher 
grade school, and the teachers were unable to teach physical 
instruction. In the elementary schools she supervised the 
teaching, which was given by the class teachers both to 
boys and girls. 

The ('HAIRMAN — Is there any difficulty in controlling 
the boys ? 

Miss GREY — No, the boys and girls are always 
together. 

The chairman asked Miss Rendel if she equally 
objected to ladies teaching boys ? 

Miss RENDEL — Well, boys require harder work and 
women cannot give it to them. 

Miss GREY said that in her case the teaching of the 
boys was only temporary. There was no one to take the 
boys, and she just gave them a little exercise. 

The CHAIRMAN— By and bye there will te ladies for 
the girls ? 

Miss GREY— Yes. 



37 



Miss PALMER thought that girls should be taught by 
women and boys by men, especially in the older classes. 

Miss RENDEL said that her remarks applied also to 
the teaching of hygiene. Girls and boys were taught 
together the laws of health. She thought it was a subject 
that it would be far better to teach separately. 

Mr smith, H.M. Inspector of Schools for Fifeshire, 
said he was glad to hear that even the expert teachers 
bore out the view that Captain Foster and he had long 
held, that the teaching of physical exercises in the primary 
schools should be undertaken by the class teachers. He did 
not know that even Miss Roberts would dissent from that 
general proposition provided the ordinary class teacher had 
a sufficiently long training in the subject. If the principle 
he referred to were not acted on, the question appeared to 
him to admit of no solution, because it was only the class 
teacher who was in a position to give physical training on 
the lines they now desired. He wanted to emphasise the 
changed point of view. What they now aimed at, and what 
they wanted the teachers to keep before them, was the 
physical well-being of the individual child. It was not merely 
in physical training, but in all aspects of education, that 
such change of view as might be summed up in the phrase 
'* well-being of the individual child " had come about within 
the last two or three years. It would be very interesting to 
go back over the whole history of the changes of view in 
regard to physical training and elementary education 
generally since the passing of the Education Act; but it 



38 

was quite clear that it was only within the last few years 
that they had really gone back to this, the only true point 
of view — that, what they had to consider both in regard 
to the intellectual and physical as well as the moral side 
was the individual child, and that nothing else mattered. 
It was only the class teacher who was in school every day 
who was in a position to know the needs and idiosyncrasies 
of the individual child, and physical exercises, even if taught 
on the best principles, would be of little use if only given at 
such rare intervals as the visiting teacher could give them. 
They were all agreed that to give these exercises their 
proper effect they must be not only on a proper system, but 
administered at regular and frequent intervals. One thing, 
more, do not let them start out with exaggerated views of 
what the best course of physical exercises, taught by the 
most expert young person that that College could produce, 
would do for the individual. After all, the physical well- 
being of the child depended on a great many other things 
besides the particular system of physical exercises, and the 
most important of these were things over which they had 
extraordinarily little control. Let them remember that the 
main object of physical exercises was a pretty humble one. 
It was corrective— not so much the good they could do, as. 
the harm they could prevent. Still, that was a pretty 
important object, but the statement of the fact might 
perhaps suffice to bring them back to a more just perspective 
of the place of these exercises in the school. He did not 
undervalue the importance of physical training at alL 



89 

Captain Foster knew that for many years he had had a 
lively interest in the subject, and, if time permitted, he 
should be happy to tell what they were able to do in 
Glasgow^ to give effect to these ideas. But if they started 
out with an exaggerated idea of what they could do that 
could only result in disappointment, whereas if they started 
with a modest idea, the result would likely be very 
encouraging. 

That brought him to another aspect of the question. 
The point they wished to attack at the present moment was 
the infant school. It was there, he thought, that the expert 
could do best service, especially if she were enlightened and 
brought to her work such breadth of knowledge and human 
interest as were displayed in Miss Rendel's lecture on the 
preceding day. With regard to the future, they were pretty 
safe in the hands of the Provincial Committees. They must 
rely upon the class teacher who came with a general 
certificate, but they always wanted to have within hail the 
expert, who could keep the class teacher up to the mark. 
There was quite a wide field for the expert, not only in 
advising the elementary teacher, but in actual teaching in 
the intermediate and secondary schools, where the subjects 
were specialised to such an extent that it was not possible 
for the class teacher to take the physical exercises. Jn towns 
the same teacher could be responsible for the physical 
training at the secondary school, and coukl also exercise 
supervision over the work of the elementary schools, as Miss 
Palmer did in Leith. Country schools occupied a different 



40 



position, and in that connection he might state what was 
being done in Fifeshire. The County Committee intended 
to employ one or more lady experts, whom they proposed to 
hire out — if he might use such an expression — to those 
School Boards who wished to engage them. That was to say, 
the County Committee would engage the experts and be 
responsible for their salaries and travelling expenses. 
Country Boards would be invited to say how long they 
would like the services of the expert, and when the 
applications were received (some had come in already) a 
little route would be arranged here and there. For example, 
an expert would be stationed at Dunfermline for a few 
months, so that she might be able to overtake the super- 
vision of the training in schools in the western corner of 
Fifeshire. He hoped that before the beginning of next 
session they should be able to invite applications from 
several experts for this kind of employment. 

Miss EGBERTS, in reply to a question by Mr Smith 
as to what was being done during the two years of special 
training in physical instruction to maintain the general 
education of the students, said ''Nothing whatever." The 
students of the Dunfermline College and other Physical 
Training Colleges in the British Isles had absolutely no time 
whatever even for general reading on their own account, 
and she did not see how they could ever turn out proficient 
teachers until they had a three years' course. 

Mr smith — If you had a three years' course would 
you devote the extra year to general education? 



41 

Miss ROBERTS— I should devote a good part of the 
curriculum to general reading on lines where there would 
be some kind of supervision and guidance. I think it is a 
tremendous disadvantage — both from the point of view of 
the expert and the class teacher — that girls come at eighteen 
years of age to be trained and are turned out at twenty, 
when they are expected to train teachers. The age is too 
young ; I should like to keep a girl until she was twenty-two, 
before she ever attempted her special training. Something 
should be done to get older students, and students of higher 
qualifications than those represented by the intermediate 
certificate. I may say that we have a great many students 
here with much higher certificates. Some of them were 
older before they entered, and had time for more extended 
education. I am sorry to say 1 am not yet a convert to 
the idea that the class teacher is the best for physical 
training even in the elementary schools. It is going back 
fifty years for a man to teach girls physical instruction. 
It is not going back for a woman to teach young boys. 

Mr smith said that it seemed a good idea to extend 
the physical training course to three years, so as to maintain 
the general education of the students, but it was doubtful 
whether Scotland could afi'ord such very highly qualified 
teachers as that. Regarding the teaching of boys and girls 
he agreed with what Miss Roberts and Miss Ren del said. 
The separation of the sexes should be matter of time-table 
arrangement. If the girls were separated from tlie boys 
two or three times a week for sewing, he did not see wliy 



42 



that slionld not be done also in connection with physicaL 
exercises. He agreed also with what had been said regarding 
the undesirableness of teaching hygiene to mixed classes. 
The time to teach hygiene in school was between the ages 
of twelve and fourteen. The boys and girls were then in 
the supplementary course, and the classes ought to be 
divided according to sex. 

Me SCOUGAL asked Miss Roberts if she would accept 
a three years' course, or if. in the event of the course 
lasting for two years only, the students should begin at a 
later date, after their education had been more fully 
developed r 

Miss ROBERTS said she thought that, upon the whole, 
better results would be obtained by having a full three 
years' course. Might she speak upon another point ? She 
thought that Provincial Committees and School Boards in 
junior sttident centres did not realise what was ftilly 
recognised by those at that Conference — namely, that 
physical training was only part of hygiene. The expert 
was handicapped in not having authority to insist tipon 
junior students and teachers wearing costume. 

Captaix FOSTER §aid that the system was only 
commencing. With time the difficulty to which Miss 
Roberts referred wotild disappear. They could not push the 
thing too fast. They had to educate people, and to educate 
School Boards and Managers of Schools. In many schools 
young pupils of ten, eleven, or twelve years of age now wore 
suitable costumes and suitable shoes when attending a 



43 

gymnasium or taking their physical exercises in school. 

Mr GEORGE SMITH, Aberdeen, said he was fully 
persuaded that if they were to tackle the future of physical 
education on the right lines they must at all cost get it 
into the hands of the class teacher. They must get the 
class teacher to realise that mental education was voluntary 
in character and bound up indissolubly with the physical 
well-being of the child. If they put the ordinary intellectual 
instruction of the child into the hands of one person, and 
denied that person the physical training of the child, they 
were making the thing lop-sided. He thought that Mr 
Smith took too low a view of physical training when he 
said it was corrective. It was more, and the ordinary 
teacher must have in his or her mind a thorough conscious- 
ness of the fact that he or she was dealing with a growing 
organism — mental and physical. Unless the ordinary 
teacher had some knowledge of this fact that was scientifi- 
cally complete as far as it went, he or she was most certain 
to go wrong on certain points with reference to what Miss 
Ravenhill called '' arrested development." 

Miss RAVENHILL thought that in connection with 
the training of junior students the teaching of hygiene 
should begin rather earlier than the third year. The years 
from fourteen to sixteen were those in which habits were 
being most rapidly formed, and an intellectual acquaintance 
with the reasons for hygienic practice won hi bo more 
impressive at such an important stage of life. At all events, 
it had been found so in the United States. She sympathised 



44 

with Miss Roberts regarding the want of authority behind 
the expert teacher on the question of costume. 

Mr SCOUGAL said that Captain Foster asked him to 
point out regarding the general question as to whether the 
expert or the class teacher should undertake physical 
training, that in his (Captain Foster's) experience school 
teachers had confessed to the great good it had done them 
to take an active part in the physical training of the 
children. They got more in touch with the children, and 
took a greater interest in them, and this re-acted upon the 
teaching of other subjects. Then, again, they got a definite 
improvement in an important matter — the management of 
their own voice. They acquired a better and a firmer kind 
of speech. 

Miss REXDEL said she believed it was desirable and 
in many cases necessary that class teachers should teach 
their own class, but, before doing so, she thought they 
ought to have gained some knowledge of the intimate 
connection between physical and mental education. Unless 
they were very fully trained, would it not be better to 
allow an expert to have supervision of the school and to 
teach the girls in the supplementary course ? She would 
be able to take them to more advanced and interesting 
work. It was very difficult for the ordinary teacher to 
interest the children in games and dancing. 

Mr SCOFGAL — I am sure Mr Smith is quite with me 
in this matter. We have both spent a good deal of 
missionary effort in Glasgow in insisting that, at the supple- 



45 



meiitary course stage^ specialisation very properly begins. 
I should agree with specialising on physical training being 
in the hands of the expert. It is a mere matter of arrange- 
ment • it is perfectly possible and desirable, and the next 
thing is to get the School Board to pay for it 

Miss ROBERTS said she did not see how the ordinary 
class teacher could learn to use her voice, learn to teach 
drill, games, dancing, hygiene, and the other branches of 
the subject that the expert was able to teach ; and she did 
not think they would ever reach an ideal stage, or an 
enthusiastic stage, of physical training until they got an 
expert into each school. 



THIRD DAY'S PROCEEDINGS. 



WHAT IS BEING DONE ELSEWHERE.' 



Miss ROBERTS Presiding. 



Miss ROBERTS invited the visitors to give ''short 
accounts of what is being done elsewhere." 

Miss PALMER, Leith, said that she was superintendent 
and visiting instructor under the Leith School Board. She 
was allowed to make whatever arrangements she considered 
best. Having interested the class teachers in the subject, 
she started an evening class for teachers, at which there 
was quite a good attendance. She had about fifty pupil 
teachers on Saturday mornings. The arrangements for the 
training of junior students were not at all satisfactory. 
She hardly dare confess that she had them at four o'clock 
on two afternoons each week. The height, weiglit, and 
chest measurements of the children were taken aniuially. 
The Board were fitting up a handsome gymnasium as an 
annexe to one of the schools. 



48 

Miss RAVEXHILL — Do you require that pupil teachers 
should invariably wear costumes P 

Miss PALMER— Yes ; I got them to do that when 1 
took over the instruction myself. I divide the course into 
periods for theoretical instruction, practical work, and 
practising teaching. We have a course of twelve preliminary 
lessons and twelve advanced lessons. That is in addition 
to the help they are getting in the schools. The lessons last 
about an hour and a half each. 

]Miss GIBSOX stated that she was superintendent of 
the Roman Catholic schools in Edinburgh and suburbs. 
There were nine schools. They were smaller than the Board 
schools, the number of children averaging 300. This enabled 
her to get round the schools once a week, and in some cases 
she saw the teacher every week. The accommodation in 
the schools was defective, and when the weather was bad 
they Vv-ere very much hampered for space. Many of the 
teachers were nuns, and their dress vras not very suitable 
for teaching, but she hoped soon to have more certificated 
teachers from the Training Colleges. During last winter 
she conducted evening classes for the teachers. Twenty-two 
lessons, each of an hour and a half, were given. She trained 
pupil teachers, giving them an hour each Monday night. 
They were in costume. At present no arrangements were 
made for junior students. She hoped to have them later 
on. There was some apparatus, but a gymnasium was going 
to be built soon at one of the schools. There was no necessity 
for having much apparatus at present, because the teachers 



49 



were not able yet to give instruction in the use of it. The 
class teachers did not wear costume ; only the pupil teachers 
did so. 

Miss GREY, Irvine, said that she was appointed only 
temporarily for six months to superintend in the Board 
schools and take the teaching in the Academy. She had a 
teachers' class which she began almost at once in the 
evenings. At first it was arranged that they should have 
a course of twenty-five hours, but this had been extended 
to a sixty hours' course. They were having physiology and 
hygiene and much more theory than they would have been 
able to get otherwise. The instruction was divided into 
periods of an hour and a half, twice a week. Superintending 
the teaching in the four Board schools she was with each 
teacher half an hour every week; the teachers gave the 
other half-hour themselves. The number in the classes 
averaged from sixty to seventy, but an effort was being 
made to limit the number. There were only two or three 
pupil teachers, and they took the lessons along with the 
other teachers. Unless the course were extended, she did 
not consider it worth while to insist upon the wearing of 
tunics. The teachers were dressed as suitably as possible, 
without tight clothing. They always had shoes. She only 
taught the women teachers; she was asked to take the 
male teachers, but did not care to do so. Thoi'o was 
gymnastic apparatus at the Academy, and there was a 
•probability of Swedish apparatus being introdnced. 

Miss THOMSON, Montrose, said that she taught ia 



513 



the Academy and als-:- i-i iLe elementary scho«:»ls . SLe Lad 
not started a teachers' class yet, bnt soch a class wonld be 
commenced in summer. She did not tLink sLe ~jiild insist 
npon the nse of tnnics, becanse she thought that some of 
the teachers would refuse to wear -!ieii. She apportioned 
two-thirds of her time to the Ac^ienij. and one-third to 
the three Board schools. She could only have about fire 
classes in each of the Board schools. She did not teach 
the boys. Before -::^ ~r:iT. -here ^as a drill instructor, 
and he continued to take the boys. She had a gymnasium 
£- -Le Academy, fitted up with some Swedish apparatus. 
She had a gymnasium at one of the elementary schools, 
and at the other two schools she had to teach outside. She 
had done her best to get a class-room for another gymnasium, 
h'lz -he Biard said that that was impossible. She had no 
apparatus in "he Bard schools, and did not pre^ for it. 
She had half-hour classes of from thirty-six to forty children, 
and she would not get much done if exercises were given 
on one bar. The physic-al training was given only once a 
week. She hoped that later on it would be given oftener, 
and in that case she would endeavour to get more apparatus. 

Miss EOBEETS asked if the children got another 
lialf-hour's training from the teachers? 

Miss THOMSON — X . -he teachers have not commenced 
to give instruction. I intend that they should make a 
beginning after the holidays. 

Miss ROBERTS — Then there wiU be a second half-hour's 
training in each school;" 



61 



Miss THOMSON — Yes, and perhaps ten minutes every 
day in the class-room, in addition to exercises once or twice 
a week in the gymnasium. 

Miss DUDGEON, Edinburgh, stated that the teachers 
attended evening classes. She had four classes of teachers, 
to w^hich she gave courses of thirty-six hours. About half 
or more of the teachers wore tunics, and those of them who 
did not have tunics had short skirts. All of them had 
shoes. Besides conducting the evening classes, she taught 
the girls in two schools. The children were supposed to get 
training from her on two half-hours each week. They 
were supposed to get half an hour's training from the other 
teachers, but she did not know w^iether they got it or not. 
She had eight or nine classes of girls, and the work was 
pretty heavy. She had no apparatus, and desired to get 
it, but it was difficult getting everything. She had no 
pupil teachers, but she trained the junior students. They 
just got a short half-hour — generally about twenty minutes 
— twice a week. 

Miss ROBERTS— They have not begun to teach? 

Miss DUDGEON— I give them very little of that. They 
are all quite new to the work. All wear shoes, and the 
majority of them have tunics. 

Miss ROBERTS— How did they come to have the tunics P 

Miss DUDGEON— I simply asked them to get them. 

Miss RENDEL — If you get some teachers with tunics 
one week, you have others following their example the 
succeeding week. 



52 



Miss DrDGEOX — Last year half the members of the 
class had tunics. This year the teachers camie back ror 
another course, and. with the exception of one or two. 
they have all got tunics. They also wear shoes very much 
more regularly. 

Miss BROWX. Dundee, said that she superintended the 
working of twenty-three schools, including two academies, a 
school for cripples, and a school for deaf and dumb 
children. She began by teaching m the schools a great deal 
herself. For the first three months of her engagement she 
tried to work up physical training in five schools. Then 
gradually she turned her attention to other schools, but the 
result of this was that the teaching in the first five schools 
went back. Now she saw each teacher once in every four or 
six weeks for twenty minutes on each occasion. She found 
it practically impossible to get up teachers' classes for 
various reasons, but she was hopeful that she would be able 
to institute classes for teachers next winter. In one academy 
the teachers took the work, and she superintended. In the 
other academy half the pupils got physical training, also 
under her supervision. The other half had no physical work 
at all, owing to the overcrowded curriculum and want of 
space. She hoped that the Board would be induced to 
remedy this. The work in the school for deaf and dumb 
was very interesting. The head of the school was thoroughly 
keen on Swedish exercises. The children were doing very 
well. Physical training in the school for cripples was just 
beginning. The Fleming Gymnasium was designed for the 



53 



use of University students, but the authorities had been able 
to get the use of it for students in full training, and she 
had four hours a week training these students. There were 
two classes, each having two hours a week, which included 
the time available for teaching theory. She could not get 
pupil teachers together during their normal school day. She 
could only get them either early in the morning, or late at 
night. She preferred to take them in the morning, and 
they had two half hours a week — from nine o'clock to half 
past nine. It was more a voluntary class than anything 
else, but half the pupil teachers attended. She had them 
in costumes and shoes. She was hopeful that they would go 
on to the University and have the course extended. The 
pupil teachers were not doing any teaching at all at present, 
as she had to begin with them at the beginning. Her own 
opinion was that pupil teachers should have some kind of 
training in teaching. From her experience of teachers in 
full training she thought that a two years' course was not 
sufficiently long to instruct them in theory, practice, and 
teaching. She thought that the junior students should have 
a good deal of training in teaching. 

Miss REID, Glasgow, said she had been asked to give 
an account of what was being done by the teachers in 
Glasgow. There were five working in Glasgow — three of 
them almost wholly under the School Board, and two more 
or less privately. Miss Watson had teaching in Park Scliool 
privately, and also worked in Helensburgh. Miss Smith 
had a great deal of private work. She tauglit the students 



54 

in full training, and assisted witli the teachers' classes. 
Miss Hunter and Miss Xasmyth worked together at the 
High School for girls. That was where she (the speaker) 
started work in 1900. She was there until 1905, when she 
was appointed to superintend the training in the infant 
departments under the Glasgow School Board. She had 77 
schools under her charge, and it was difficult to get over 
these. It was not possible to visit them once a month, or 
even sometimes once in two months, because some of the 
schools required a great deal more attention than others. 
When she first went round the schools she had a great deal 
of opposition. Many of the infant r_iistresses had been 
teaching for twenty years, and they thought they knew 
more about the subject than any person visiting the schools. 
However, she did not think there was anyone now who was 
not interested, and who was not anxious to do her best. 
Many told her that physical exercises made the children 
much more alert and happier, and that it helped them in 
their other work. The children now received their drill 
witliout having a superabundance of clothing on. Last 
summer she gave a course of six lectures to between three 
hundred and four hundred teachers. They also had a little 
practical work to show how the work was conducted. During 
the winter before last, Miss Hunter started a class for 
teachers in the standard classes. She had seventy-five 
teachers altogether, who still had an ordinary gymnastic 
instructor over them. Last winter, a notice was sent to 
the teachers inviting the names of those who wished to 



55 

attend a class, and between three hundred and four hundred 
names were sent in. A number were from surrounding 
country Boards, some coming a journey of an hour, or an 
hour and a half. Classes were held in the evening, and on 
Saturday morning. The teachers were very fresh and more 
enthusiastic on Saturday morning. After school work, they 
were tired in the evening — some of them also having drawing 
and painting classes to attend — and they were not really fit 
for physical exercises. Her hearers would be interested to 
know that she and her colleagues had managed to get the 
School Board to send material to the schools for use as 
handkerchiefs. In many of their schools the children were 
very poor, and such a thing as a handkerchief was unknown 
previously. Once or twice a day the children w^ere asked 
to take out their handkerchiefs, and this was called 
'' handkerchief drill." She had found that the desks were 
unsuitable in many cases, and the Board were putting dual 
desks into all the infant departments where the seats were 
without backs, and they were also going to alter some of 
the galleries. All the junior students were in costume when 
receiving their training. She did not think that the wearing 
of costume was compulsory; the students were simply told 
that it would be better if they had costumes. It was more 
difficult to get the members of the teachers' classes to wear 
costumes because some of them were older, but she had a 
number of them who were as old as any, who wore costumes. 

Miss ROBERTS remarked that, unchM- the London 
County Council, the teachers were obliged to wear costume, 
irrespective of age. 



56 

Miss REID — I think that will come. Some of them 
are very sensitive. I sympathise a little bit with them 
sometimes. 

Captain FOSTER asked Miss Reid to state the time 
devoted to games and exercises in the infant departments ? 

Miss REID — When I first went round, the usual thing 
was to have half an hour once a w^eek for drill, which was 
just moving their arms about. After that, we managed 
to get in a little drill, some time every day, irrespective of 
their half hour. Now, in most of the schools, we have drill 
between almost every lesson. That consists of just a few 
movements to waken the children up before they begin their 
next subject. The teachers find that it helps the work. It 
does not take up much time, and does not waste time. In 
most of the schools they have games ; in one, twenty minutes 
or half an hour are set apart once a week for games. In 
several schools a game is introduced with the gymnastic 
lesson. Where they have no hall, they try to get in ten 
minutes' or fifteen minutes' drill every day at the desks, 
besides a few minutes between the lessons. 

Miss BROWN — What is the longest period of work you 
give them when you take "them to a hall or playground.^ 

Miss REID — ^Sometimes half an hour — that is including 
the time for taking the children to the hall and back again. 

Miss SMITH, Glasgow, said that her work was rather 
mixed. Perhaps the most interesting part was her prison 
work. She had taught in Duke Street Prison for four and 
a half years now. She went there three times a week for 



57 



periods of three quarters of an hour, and had from twenty- 
five to thirty women prisoners. On the whole, the work was 
quite satisfactory. It was rather difficult work, because 
she had a number of new prisoners at each lesson. She 
gave them very easy movements, and treated them just 
like children. On the whole, they did very well. She 
thought that the exercises did them a great deal of good, 
both morally and physically. She explained to them the 
physical benefits of the movements, and this interested them. 
She had also a class of between thirty and forty cripple 
children twice a week in conjunction with the School Board 
and the Queen Margaret College. They were not all cripples ; 
some had skin diseases, some were epileptic, a great number 
were paralysed, and some were lame. A boy w4th one leg 
w^as very keen on going into the class, although she tried 
to persuade him that it was not much use. Some of them 
sat in their chairs and did the arm movements. She tried 
to introduce games. It was remarkable what the older 
cripple children could do. It sharpened the children, made 
them brighter mentally, and very much more attentive. 
She began the lesson by making them use their handker- 
chiefs (as most of them came from a poor class of people), 
and she strongly insisted upon personal cleanliness. She 
also tauglit the students who were undergoing their training 
under the Provincial Committee. There wore, she thought, 
three hundred pf them this year — about one hundred more 
than last year. She devoted two days a week to their 
training. She had them in the gymnasium at tlie Fnivei'sity. 



68 

She was afraid it was rather a sorry gymnasium — one of the 
old-fashioned German kind, with only German apparatus. 
The period only extended to an hour a week, including 
dressing and undressing, which meant at least a quarter of 
an hour. Then, they were usually ten minutes late, because 
they never left the University at the time when they should 
really be with her. The great difficulty was that the students 
were overworked. They were taking their M.A. degree at 
the University at the same time as their teaching training, 
which was for three years. When they came to her they 
were thoroughly tired, and they simply dropped off by the 
score on account of brain fag and general ill-health. It 
was nonsense to expect them to do good physical work 
under these conditions. Miss Galloway, head of the Queen 
Margaret College, was doing her best to separate the 
training. If girls went in for the M.A. degree they must 
take it alone, and take their teaching training for one or 
tvro years afterwards, in place of trying to combine them. 
An hour or three-quarters of an hour a week was not nearly 
long enough for giving the teachers half the movements. 
They had no idea of using their voice so that it could be 
heard, and it was impossible to teach them the use of it 
in the time at her disposal. Then, she had the students at 
the Free Church Training College, as well as a class of 
children two hours a week belonging to the Training School. 
There was sometimes a mixed class of from sixty to eighty 
children, which was far too large. She made the boys take 
off their collars and also their coats — their chests being 



69 



sometimes expanded with caps, books, and even on one 
occasion with a hot tea-cake. Many of the boys came with 
jerseys, which were suitable when their coats were taken off. 

Dr ANNIE WATSON, Aberdeen, asked if the cripple 
children were medically inspected, or whether the physical 
training was left entirely in the hands of the teachers? 

Miss SMITH said that the school was under medical 
inspection, the Medical Officer visiting it once a week or 
once a month. 

Dr WATSON— Does the Medical Officer pass the 
children as suitable for the class ? 

Miss SMITH— The head teacher generally tells me if 
the child is unsuitable — if her heart is weak, or anything 
of that sort, so that I presume the Doctor has told her 
beforehand. She knows the complaints of every child, and 
is very careful. 

Miss RAVENHILL— Do you discuss the condition of 
the children with the Doctor.^ 

Miss SMITH— No; but I think it a very good sug- 
gestion that I should do so. I know the Doctor personally. 
On the whole, I do not think that any ill effects have arisen. 

At the close of the discussion, Miss RAVENHILL 
lectured briefly on the advantages of using diagrams in 
the teaching of hygiene in schools. She also spoke of the 
necessity for teaching children to maintain a right posture, 
and condemned many of the desks used in school as being 
at variance with principles of health. 



FOURTH DAY'S PROCEEDINGS. 



"HINTS ON GIVING SHORT COURSES IN 
PHYSICAL TRAINING," 

By Miss E. ADAIR ROBERTS, 

Principal of tlie Carnegie Dunfermline Trust College of Hygiene ani 
Physical Training. 



Dr ROSS Presiding. 



Miss ROBERTS lectured on ''Hints on giving Short 
Courses in Physical Training to County Council or Board 
School Teachers." She said — As a rule, . the number of 
lessons in which an expert is expected to cover a complete, 
though elementary, course in physical training is inadequate. 
Twenty-five hour-lessons must be regarded as a minimum, 
and, indeed, a course of this length must only be regarded 
as a temporary measure, until a generation of teachers is 
turned out from the Colleges who have had Swcnlish 
gymnastics from the beginning of the junior student stage. 
The twenty-five lessons should be divided into a <i() niinutt^s 
practical class--15 minutes lecture; IT) minutt^s (•onnnand- 
ing. As no person can understand tlu- princij)U's of 



62 



scientific gymnastics except hj personal experience in per- 
forming the exercises, it is perhaps a good fault to let the 
practical lesson encroach on the lecture occasionally. It 
should be borne in mind that a course of this kind is very 
likely a teacher's only chance of seeing movements, and 
of doing them with an opportunity of being corrected. 
Theoretical work can be read up at any time, if there is 
practical interest. 

Short courses are usually mixed courses — i.e., some 
teachers attending will have obtained previous instruction, 
while others will be quite new to the work ; some will be 
infant mistresses, some standard mistresses, some youthful, 
and some past youth. For this reason, as well as for the 
technical one of giving the class a practical idea of 
" progression," the first lesson should be as simple as the 
tirst given to an infant school. The next three or four 
lessons should be one-step progressions on each other ; after 
that progression should be sufficiently rapid to cover the 
whole work in an elementary school — say the 48 tables of 
the Handbook. 

As a movement is given, the ''expert" should point 
out that this is the balance exercise ; this the shoulder 
blade, etc. The class should be asked where they feel the 
■exercise, and to classify it by the feeling. When a difficult 
exercise is being led up to by an "introductory," this 
should receive comment. 

It is so important that the teachers should visualise 
correct form in movements that I advocate personally 



63 



showing almost every exercise before commanding it. With 
school classes the case is otherwise ; the pupils are expected 
to memorise correct form in their muscles and nerves, and 
to imitate visually to a less extent, except in the infant 
departments. 

Reference should frequently he made in the practical 
lesson to ''progressions" — i.e., show that in some previous 
lesson such and such a movement was given in ''stride," 
but to-day in " close," etc., etc. 

In teaching new positions and movements always anti- 
cipate the typical faults with a short warning. In this 
way an intelligent teacher will associate the right 
execution of a movement in herself, with a knowledge of 
what she is avoiding — i.e., what she is likely to have to 
•correct in children. 

In free standing lessons it is very important to put 
in a lively march. It is often found that the untrained 
adult is slower to pick up the co-ordination of a fancy 
march than an untrained child. On this account the march 
must be analysed first, and then in the same lesson 
synthesized. An example of this is given in teaching polka 
inarch: — 

1. Stamp three beats on the spot, with left leading; pause 

for 4th beat (left foot in crosswise position); stamp 
three more beats on spot, right leading, and pause 
4th. Repeat ad lib. This exercise analyses for 
rhythm. 

2. Repeat (1) advancing, for 4 complete movoments. 



64: 



3. Repeat (2j advancing on tlie toes. 

4. Practice "and one" — i.e., the jete ofi the right foot 

before the left step: and 'and one" off the left 
foot before the right step, 
o. Substitute ^ : r each pause in 3 — this is the polka 
march. 



S"GGESTIOXS FOR PTEELY TKZOEETICAL IVSTEUCTIOX rS' 
TIME DEVOTED TO LECTUEIXG. 

Lectures should always be delivered in gynmastic 
costume, so that the "expert "' can show any movement as 
she speaks about it. aiid gives it its technical name. 

The expert should constantly revise her anatomy, 
physiology, and hygiene, apply and co-relate these subjects 
with her technical teaching. For instance, the discussion 
of lateral trunk movements naturally introduces question 
of corsets, while that of respiratory movements introduces 
ventilation, etc., etc. 

Knowledge under the following heads should be con- 
sidered essential to the theoretical work: — 

(a) Posifions: Fundamental and Derived. — Right execution 

and reason for it in each case; typical faults, and 
best words to use in correcting. 

(b) The Order of Movements, — Reason for particular 

order of Swedish system : common sense reasons for 
occasionally not adhering to it. The classes of 
movement discussed separately in their order 



65 

(definition, effects, execution, application, and 
progression). 

(c) Progression. — Show the absohite need for progression 

in every class of movement, if gymnastics is to be 
considered part of education. Justify an increasing 
demand on pupil's power of attention and accuracy 
as age increases. Do not spend much time in 
purely mechanical discussions. Explain shortly, 
and ask for intelligent belief in, following methods 
of progression : — By decrease in base, by lengthening 
of lever, by changing the rhythm, or keeping it 
without counting. 

(d) Table-Making. — Spend two or three lessons over this. 

Rule two table-blanks on blackboard. Ask class 
for movements in their order but otherwise at 
random. Go through the table thus formed to see 
if movements are of approximately the right diffi- 
culty, sufficiently different in style, and, lastly, with 
a view to finding out whether it is interesting. 
Make a second table, a one-step progression on the 
first, in the same way, changing the type of exercise 
as much as possible. An expert takes twenty 
minutes or half an hour to make up a good table 
for any class, even after years of experience. The 
ordinary class teacher may neitlior have time iior 
interest for table-making, and T tliorc^foro nn'om- 
mend their using " rc^ady-made '' tabl(\s (ill (hoy 
gain experience. 



66 



(e) FJiysiolor/y of Ererxise. — Discuss the effect of exercise 

on all the systems of the body. Connect this dis- 
cussion with Model Course Introduction — nutritive 
and educational effects, fatigue, etc. I believe this 
to be far more important and far more convincing 
than the particular physiological effects of each 
class of movement. 

(f) Model rours6.-— Discuss as many points as possible from 

the preface and introduction of the Model Course. 
Show what a wide view these take of the subject, 
and how much is left to the teacher's intelligence 
and energy. Point out carefully any practical 
methods of your own, any words of command, any 
positions or movements in which you have taught 
the class differently from the Model Course 
regulations. 



PRACTICE IN TEACHING. 

The first half dozen or more lessons should be confined 
to " commanding," without the complication of standing up 
before the class, of trying to make corrections, or maintain 
discipline and exercise the memory. 

The expert should make the class sit as for a lecture, 
and repeat commands after her, using a baton to indicate 
time as a musical conductor would do. 

At first take short and simple commands to teach 
''pause," pitch, articulation, and force. Do these many 

LOFC 



f)7 

times in class, and always give a few special ones to be 
practised. 

Later, take commands where rhythm is peculiar (" leap 
on spot," etc.), or where time is difficult to keep (running). 
Later, take changes of time (march to run ; polka to march, 
etc.). Later, tax the memory by commanding such a move- 
ment as point-stoop-stand. Sometimes ask individual 
members to command ; at others, ask one line at a time, 
etc., etc. 

Li this way teachers learn to voice all the ordinary 
commands rightly from the beginning. If practice is 
vigorous enough at and between lessons, right commanding 
ought to come almost reflexly when the teacher stands up 
before her section for the first time. It is easier and more 
educational to learn correctly from the beginning than to 
attempt to form and alter bad habits. To test whether the 
class has grasped the idea of good form in movements, 
and of grappling with faulty positions, the expert should 
gather the teachers round her, do a movement with the 
typical faults, and ask an individual teacher to correct her. 
Go through every sort of movement in this way, as it is 
an easier matter to see faults than to use the right \\ords 
in correcting. 

DISCUSSION. 

Miss PALMER asked Miss Roberts if she did not liiid 
that a great mtlny class teachers were not ablo to do niuili 
practical work? 



68 



Miss ROBERTS said that she had had a few teachers 
of whom this might be said. The best thing to do was to 
give them a thorough knowledge of essentials. 

Miss PALMER said that there were many teachers who 
were physically unfit for certain exercises. She had a 
medical examination, and, on the Doctor's authority, the 
teachers were forbidden to do various things. 

Miss ROBERTS said she thought that all teachers ought 
to be medically certificated. 

Captain FOSTER said that the Department advised the 
School Board that medical inspection should take place before 
a teachers' course was begun, so that none should take part 
who were physically unfit for the work. 

Miss PALMER said that that would weed out a great 
many who might make excellent teachers, because it was 
not always those who did the best practical work who made 
the best teachers, but rather the reverse. 

Miss SMITH thought that the instructors of teachers 
should work along with a Doctor, because many of the 
students were medically fit to begin with, but perhaps 
towards the end of the year they were anything but fit. 
She was often puzzled to know what to do. They had to go 
on w^ith the work, and the instructor knew they were unfit, 
and the only thing she could do was to consult the Doctor. 
Perhaps this point was not sufficiently appreciated. 

Captain FOSTER said that the medical examination of 
teachers had been going on, so far as he knew, since his 
appointment. In some cases School Boards had been careless. 



69 

and had commenced teachers' courses before getting the 
sanction of the Department. Courses, therefore, might 
have been going on for a week or two before the Doctor 
had a chance of seeing any of the teachers. He might 
mention that many of these teachers' courses were held too 
soon. The School Board appointed a student, and within 
a week or two after she had entered on her duties, teaching 
in an academy and acting as visiting teacher in the 
elementary schools, a course was begun before the instructor 
had had time to know the class teachers. If the course 
could be postponed until about a year after the expert had 
been appointed, and after she had become acquainted with 
the teachers, and had had many talks together with them, 
it would be a good thing. • There might even be a short 
course, so that they might become acquainted with each 
other. The regular course would then be a more effective 
one. 

Miss ROBERTS was asked how long it took her 
elementary teachers to be able to distinguish between good 
and bad positions. In reply, she said that some teachers 
would never acquire ability to discriminate in this way. 
They were perfectly satisfied with certain positions, and 
would be so to the end of time. She thought their 
development had been such that they could not distinguish 
between good and bad positions by sight. She herself 
sometimes assumed typically erroneous positions, in oicKm- 
that the class yiight have an oppoit unity of detiHting tlu* 
defect, and explaining properly the correct position. It 



70 

was not enough to be able to say — " Your hands are not 
right." They must be able to say in a word or two how 
the hands should be placed in order that the correct position 
might be assumed. 

Miss PALMER asked Miss Eoberts' view on the question 
of discipline in school? 

Miss ROBERTS said that every lesson should have 
something interesting in it. If they made the children 
enjoy the lesson, it could not but be more effective. 

Miss PALMER said that that was opposed to the class 
teachers' idea of discipline. 

Miss ROBERTS— I know. They are afraid that if 
the children laugh, they will laugh too much. In the London 
schools, Swedish exercises often are a particularly dull affair, 
but that depends mainly on the teachers, as in secondary 
teaching. 

Miss RENDEL said that she had made an experiment 
with reference to a disputed point raised at a previous 
sitting of the Conference. The question was discussed as 
to what age junior students should be taught to command, 
and it was suggested that the last six months only should 
be devoted to commanding; and that they should then begin 
their proper training as students in full training. She had 
experimented with her Health Course children, who had 
been with her, not only in that course, but in the schools 
for about two years, and had had a good deal of physical 
training work. Their ages varied from fourteen to 
seventeen. She found that when she took them out to 



71 



command the class, the girls of fourteen had absolutely no 
difficulty in doing so. She supposed that they did it by 
imitation, but, at all events, the commands were given 
correctly. As soon as she got to the girls of sixteen and 
seventeen, they were like the junior students — they did not 
know how to look ; they did not know how to command ; 
they had not the correct intonation. That rather impressed 
her with the idea that it would be a good thing to begin 
with the younger students of fifteen ; although they were 
not taught theory, let them command, because they would 
not have the same difficulties as they would have later. It 
never occurred to her younger girls that they could not 
command. The bigger girls, on the other hand, were 
self-conscious, and could not do it. 

Dr ROSS said he should like to express, on behalf of the 
Carnegie Dunfermline Trustees, gratitude to the visitors 
for their attendance and for their contributions to the 
discussions. 

On the motion of Miss LE COUTER, St Andrews 
University, the Trustees were thanked for the arrangements 
they had made in connection with the Conference. 



LIBHAKY Ul- UUNUHbbb 



029 819 182 9 




